Training Manual. I Had the Opportunity to Discuss These Processes with the Training Director and Have Questions Answered

WILIAM & MARY Counseling Center Internship in Health Service Psychology Manual 2018-2019 Counseling Center Blow Memorial Hall, Suite 240 Post Office Box 8795 262 Richmond Road Williamsburg, VA 23187-8795

Phone Number 757-221-3620 Fax Number 757-221-2254 Counseling Center Front Office Information The front office personnel consist of the Executive Secretary / Office Manager and the Administrative & Program Specialist. The front office will help you with administrative tasks. Please also feel free to ask them for assistance with getting acclimated to office, university procedures and administrative tasks you may have.

Weather policy As part of the College’s emergency notification system you will need to log into the Banner Self Service site on the W&M homepage. Complete the necessary contact information. This will provide you updates on any College emergencies, closures, delayed openings, etc. Please don’t hesitate to see your Training Director or the Office Manger if you have any questions or concerns. The policy regarding university operations in the event of serious inclement weather conditions can be found here: http://www.wm.edu/about/administration/provost/forfacstaff/weather/

Campus Emergencies The College of William and Mary is committed to providing a safe and secure environment for its students, faculty, employees and visitors to learn, teach, work and enjoy our beautiful campus and all it offers. In pursuit of that goal the College takes a comprehensive approach to protecting the College community and preparing for any emergency.

To obtain the necessary information start by keeping your emergency contact information updated in Banner so that the Emergency Management Team (EMT) can contact you through the mass notification system. (Landline phone, cell phone, text messages and e-mail). You may also check the university’s mail website, www.wm.edu, the W&M News Facebook page (http://media.wm.edu/content/wm/emergency/siren.wav ) and W&M News Twitter page (https://twitter.com/WMNews )

The Building Emergency Coordinator Program involves building occupants in emergency planning and response and addresses the unique needs of specific buildings. Building Emergency Coordinators are the conduit for the information flow between the Emergency Management Team and the occupants of the facility. Members of the College community should familiarize themselves with the responsibilities of building coordinators and identify the coordinators for the buildings they use most.

Blow Hall: Shannon Turnage [email protected]

Fire Drills All fire drills at the College will be announced and preplanned. If a fire alarm sounds and you have not been notified prior to the alarm that it is a drill, take immediate action, evacuate the building and protect yourself.

IF THERE’S A FIRE

FOLLOW C.A.R.E. PROCEDURES

Close doors

Alert others

Report the fire- call 911

Evacuate the building

Try to rescue others ONLY if you can do so safely.

Move away from the building at least 50 feet away, out of the way of the fire department.

Don’t go back into the building until the fire department says it is safe to do so.

Emergency Alarms The College has a number of ways to communicate to the campus community during an emergency situation and it's important that you take an active role in staying informed. The College has three emergency sirens that are stationed on top of the Integrated Science Center, the School of Education building and the Law School. The sirens are 120-decibels. That's loud – about the same as a jet engine flying.

Hear it for yourself – get to know this sound (http://media.wm.edu/content/wm/emergency/siren.wav ). When you hear the siren, it means two things – seek shelter and seek information.

The College of William & Mary Counseling Center Inclement Weather Policy

The policy regarding university operations in the event of seriously inclement weather conditions (usually heavy snow or ice) is as follows:

1. The university will remain open under most reasonably foreseeable weather conditions, especially during periods when classes are in session. 2. If weather conditions are such as to make it impossible to maintain a reasonable level of academic activity, the university will be closed. Such announcements will cancel all classes and work obligations for everyone except those personnel identified as essential to maintenance, security and health services. 3. The person charged by the President to make such decisions regarding weather is the Provost. For information regarding closings, call the Office of University Relations at (757) 221-1766. 4. The decision to close the university in full or in part will be given as soon as possible during the morning (if weather develops overnight) to the Campus Police. 5. Note: this policy is understood as affecting the Williamsburg campus only. The Virginia Institute of Marine Science will announce closures of the Gloucester campus. 6. Decisions to close will be given to the following radio stations:

Gloucester WPYA-FM 93.7 WRXL-FM 102.1 WXGM-AM 1420 WROX-FM 96.1 WTVR-FM 98.1 WXGM-FM 99.1 WTAR-AM 850 WXGI-AM 950

Norfolk/Hampton Richmond Virginia Beach Roads WBTJ-FM 106.5 WCMS-AM 1050 WHRO-FM 90.3 WCVE-FM 88.9 WGH-AM 1310 WHRV-FM 89.5 WDYL-FM 101.1 WGH-FM 97.3 WJCD-AM 92.1 WKHK-FM 101.5 WFOG-AM 1050 WJCD-FM 107.7 WKLR-FM 96.5 WPTE - FM 94.9 WKCK-FM 106.1 WMXB-FM 103.7 WXEZ-FM 94.1 WKUS-FM 105.3 WRNL-AM 910 WXMM-FM 1050 WNIS-AM 790 WRVA-AM 1140 WWDE-FM 101.3 WOWI-FM 102.9 WRVQ-FM 94.5

7. Among television stations reporting closings will be: Norfolk - WVEC Channel 13, WTKR Channel 3 Portsmouth - WAVY Channel 10 Richmond - WWBT Channel 12; WTVR Channel 6; WRIC Channel 8

Information on closings may also be obtained by calling 221-1SNO or 221-1766.

The College of William & Mary Counseling Center

COMMON SENSE GUIDELINES

The following guidelines have been established through the years given experiences we have had when they had not been made explicit from the start. As such, they are given to you as a preventive measure to clarify policies and expectations.

General Counseling Center related issues:

 Interns are to comply with the Center’s hours of operation. The Center is open from 8am-5pm and it is closed during the lunch hour. If there is a walk-in during the lunch hour, the student is still seen.  It is expected that, like the rest of the staff, interns will be flexible with their schedules to meet the needs of the community while doing outreach and when there is special need to attend to an emergency. Evening and weekend hours are often necessary for outreach purposes and/or respond to crises.  To help with communication at the Center, it is expected that trainees will read email at the very least twice (morning and afternoon) during the work day. Please reply to all emails that are asking for your response or input.  Professional attire is expected while at work. Our clinical staff strives to balance appearing warm and approachable while maintaining a professional image. We all attempt to do so, respecting our individuality, taste, and cultural traditions while being mindful of the emotional vulnerability of clients, the intimacy that characterizes therapeutic encounters, and the potential for sexualization of the therapy hour/therapist.  In order to maintain a comfortable and clean lounge area, it is encouraged that we all clean any area or appliance we use. Cleaning as soon as something spills is easier than cleaning after it has dried out. Please inform us if there are any cleaning supplies that are needed.  The front office is the admin staff’s only office space. Please be respectful of their privacy and personal space while in this area. Please also wait until there are no clients at the window if you need to ask them something. They are skilled at multi- tasking but it may become confusing when their attention is called in different directions.  There are times when you will need to use College equipment for educational purposes (dissertation, contact with graduate program or committee members, etc.). Please take into consideration when others may need the equipment to print or fax for Counseling Center business purposes.

Clinical Related Issues:

 Confidential information (clients’ files, case notes, reports, assessment measures, etc.) is to be kept at the Counseling Center. It is illegal to take information out of the Counseling Center. Remember that the Ethics Code emphasizes the obligation to protect confidential information.  For security reasons, all documentation of clinical services is to be done using TITANIUM. Word documents are not protected in the same way Titanium is protected.  At the end of the day, please make sure any clinical information is locked in your desk, and that your office door is locked and closed. This ensures confidentiality is maintained.  Assessment instruments are not to leave the Counseling Center (unless they are public assessment measures such as the LVI). Remember that the Ethics Code addresses the need to maintain the integrity and security of test materials and the confidentiality of test data.  All signed consent forms for supervision/digital recording as well as consent to release information are to be scanned and kept in clients’ clinical files. . Hard copies should be shredded only after they are properly scanned to the right file.  A new consent form for supervision is to be completed in the spring and/or summer if there is a change of supervisor for that client between semesters. Informed consent regarding supervision requires that clients are not only informed that a trainee is under supervision but also the names of the supervisors.  All supervision notes with your practicum student(s) are to stay at the Counseling Center upon your departure. Return these to your supervisor of supervision when you have completed the practicum student’s final evaluation.  All faxes are to be sent with a cover page that indicates that the information is coming from the Counseling Center. Information fax is to be scanned into the client’s file (even if the same information is already in the file as a note) to indicate that in fact the information was faxed to the office/person intended to be faxed to. It is good practice to include the confirmation from the fax machine. Feel free to create a personal fax cover page for any personal faxes.  It is possible to open two windows with Titanium. This is for instance useful when you are typing a termination report and you want to look at client’s file for any given reason.

Training:

 Seminars have readings that will add to the time at the office. The time spent reading counts towards the required 2000 internship hours and should be recorded in the log. Also count any readings done in preparation for work with certain clients, to learn about certain clinical issues, etc.  Test all equipment (e.g. digital camera) before your first initial assessment/therapy session. Let Training Director or Director know immediately if you experience any technical malfunctions.  Please keep in mind that the staff at the Counseling Center is committed to training and to the professional and clinical development of interns. Feedback is provided with the intent of promoting growth. It is the hope of the staff that interns would recognize that the aim of the corrective feedback they will offer during the year is to create possibilities and stimulate growth. Similarly, the staff at the Counseling Center appreciates constructive feedback from interns. We are interested in learning if there are ways in which we can better address your training needs.  Given our commitment to training and if believed to be helpful, different staff members may watch videos of or discuss your work. This may result in additional understanding of a case or ideas on how to proceed. Similarly, it may be helpful for a multiple number of reasons, for a staff member, in addition to the supervisor of supervision, to watch tape of or discuss your supervision with the practicum student.  Peer supervision is an important component for professional growth. As such it is expected that you would complete evaluations of each other’s presentations when those are requested and provide ongoing support for the work of other trainees.  Interns are expected to be truthful in the recording of hours. Hours logs should be kept on the G- drive and updated weekly to allow for random audits by supervisors.  While clinical load is typically lower during the summer, interns are still expected to see clients during this time. This is true even if they have already met their required number of hours.

Building and Office Access (Key Policy)

All Counseling Center staff are issued keys for access to building, hall office door and interior office door. They are provided a desk key and appropriate file drawer keys. Spare office keys are housed in a security envelope in front office.  Keys to College property may be duplicated only by the College locksmith.  Keys will only be issued to provide access to areas and property necessary to accomplish assigned work of Counseling Center employees.  All keys are returned and logged in upon separation from the College.

Assigned key are to be used ONLY by Counseling Center Staff!

DO NOT allow anyone not affiliated with the Counseling Center to use your keys!

The College of William & Mary & The Division of Student Affairs The William & Mary Mission Statement

The College of William & Mary, a public university in Williamsburg Virginia, is the second- oldest institution of higher learning in the United States. Established in 1693 by British royal charter, William & Mary is proud of its role as the Alma Mater of generations of American patriots, leaders and public servants. Now, in its fourth century, it continues this tradition of excellence by combining the best features of an undergraduate college with the opportunities offered by a modern research university. Its moderate size, dedicated faculty, and distinctive history give William & Mary a unique character among public institutions, and create a learning environment that fosters close interaction among students and teachers.

The university's predominantly residential undergraduate program provides a broad liberal education in a stimulating academic environment enhanced by a talented and diverse student body. This nationally acclaimed undergraduate program is integrated with selected graduate and professional programs in five faculties -- Arts and Sciences, Business, Education, Law, and Marine Science. Masters and doctoral programs in the humanities, the sciences, the social sciences, business, education, and law provide a wide variety of intellectual opportunities for students at both graduate and undergraduate levels.

At William & Mary, teaching, research, and public service are linked through programs designed to preserve, transmit, and expand knowledge. Effective teaching imparts knowledge and encourages the intellectual development of both student and teacher. Quality research supports the educational program by introducing students to the challenge and excitement of original discovery, and is a source of the knowledge and understanding needed for a better society. The university recognizes its special responsibility to the citizens of Virginia through public and community service to the Commonwealth as well as to national and international communities. Teaching, research, and public service are all integral parts of the mission of William & Mary.

Goals

In fulfilling its mission, College of William and Mary adopts the following specific goals:

 to attract outstanding students from diverse backgrounds;  to develop a diverse faculty which is nationally and internationally recognized for excellence in both teaching and research;  to provide a challenging undergraduate program with a liberal arts and sciences curriculum that encourages creativity, independent thought, and intellectual depth, breadth, and curiosity;  to offer high quality graduate and professional programs that prepare students for intellectual, professional, and public leadership;  to instill in its students an appreciation for the human condition, a concern for the public well-being, and a life-long commitment to learning; and  to use the scholarship and skills of its faculty and students to further human knowledge and understanding, and to address specific problems confronting the Commonwealth of Virginia, the nation, and the world. College of William and Mary Statement on Diversity

The College of William & Mary in Virginia is a community of teachers, students, and staff who share our national ideals of human equality, democracy, pluralism, and advancement based on merit. We give life to these principles—and prepare women and men to be citizens of the wider world—when we value diverse backgrounds, talents, and points of view.

As a community, William & Mary believes that cultural pluralism and intellectual freedom introduce us to new experiences, stimulate original ideas, enrich critical thinking, and give our work a broader reach. We cannot accomplish our mission of teaching, learning, discovery, and service without such diversity.

William & Mary belongs to all Virginians, to the nation, and to the world. Yet our College, like our country, failed for many years to open the door of opportunity to all people. In recent decades, William & Mary has made itself a more diverse community, and thus a better one. Structures and habits that create injustices, however, have yet to be fully banished from American society. We are committed to establishing justice.

The College of William & Mary strives to be a place where people of all backgrounds feel at home, where diversity is actively embraced, and where each individual takes responsibility for upholding the dignity of all members of the community.

- Approved by the W&M Board of Visitors on November 17, 2006.

College of William and Mary Division of Student Affairs Mission & Vision

Through student-centered programs, policies, and services, the Division of Student Affairs prepares students to learn, lead, and live with integrity and purpose.

Our vision is to create an engaging learning environment where community is strengthened and individuals flourish.

Student Affairs Departments The broad range of responsibilities within the Division of Student Affairs is shared among several departments and offices, organized into five thematic areas.

Campus Living  First Year Experience  Residence Life

Career Development  Career Center

Health & Wellness  Campus Recreation  Counseling Center  Health Promotion  Student Health Center

Student Engagement & Leadership  Community Engagement  Sadler Center and Campus Center  Student Leadership Development, including: o Programming o Clubs & Organizations o Greek Life o Leadership

Student Success  Center for Student Diversity  Dean of Students Office, including: o Academic Enrichment o Disability Services o Parent & Family Programs o Student Conduct and Honor System o Transfer Student Services Student Affairs Diversity Statement

The Division of Student Affairs strives to ensure a safe, affirming, and nurturing environment for William and Mary students and staff. Inherent in this mission is a belief that a strong community is built upon, and enriched by, both commonalities and differences. Division members recognize and celebrate the fact that William and Mary students, staff, and faculty are diverse—varying in age, physical abilities and cognitive talents, socioeconomic status, political viewpoints, religious/spiritual and/or philosophical beliefs, and sexual, gender, and racial/ethnic identities. We actively demonstrate our commitment to the success of all community members through our programs, policies, and services. We foster a welcoming environment based upon open and considerate dialogue, mutual understanding, and respect for individual differences.

The William & Mary Counseling Center COLLEGE OF WILLIAM AND MARY COUNSELIGN CENTER MISSION STATEMENT

The William and Mary Counseling Center is the sole mental health unit on campus with the primary responsibility of providing a range of mental health services to students, and related support to the campus community. Our role is congruent with the mission of the College of William and Mary, and the Division of Student Affairs, which is to prepare students to learn, lead and live with integrity and purpose. In so doing, the Counseling Center seeks to provide services that allow students to achieve their personal and educational goals. These services include the provision of mental health practices intended to reduce psychological distress, treat clinical conditions, and enhance well-being and personal growth. Our interdisciplinary team facilitates primary education and prevention activities, provides support to students experiencing normal developmental issues associated with the transition from adolescence to early adulthood, provides support for emerging, acute, and chronic clinical concerns and responds to individual student and campus-wide immediate crises. Based on clinical assessment of an individual student’s needs, we make evidence-based recommendations drawing from the resources available on campus, in the local area, and in the student’s home community when necessary. The Counseling Center actively demonstrates commitment to diversity in its broadest form and serves as an advocate for social justice in the college community and beyond. Through our multi- level training program, we dedicate ourselves to instilling these practices and values in future professionals.

College of William and Mary Counseling Center Organizational Chart 2018-2019

Director Carina Sudarsky -Gleiser Clinical Staff Administrative Support Staff Associate Director Director of Training Alexandra Pappas Full Time Office Manager/Executive Office Service Specialist Secretary Lynn C. Smith Assistant Director of Research & Evaluation / Staff Therapist Mental Health Services Felicia Brown Anderson Coordinator Christine Ferguson Psychology Intern Celeste Kelly Assistant Director of Clinical Services / Staff Psychologist Psychology Intern Kevin Clancey. Sport Psychology Consultant Raina Hafftka Deidre Connelly

Psychiatrist Psychology Intern Patricia Roy Tessa Palmer

Part Time Staff Therapist Patrick Hudgins Practicum Therapist Laurel Brockenberry

Staff Psychologist Contract Therapist Colleen Reichmann Practicum Therapist Charles Freigh Staff Counselor Annie Bays Staff Psychologist Jennifer Floor Practicum Trainee Vacant

Staff Psychologist Vacant Senior Staff Social Worker Becca N Marcus

William and Mary Counseling Center Scope of Services

The Counseling Center is designed to provide short-term, time-limited counseling, in order to offer services to as many students as possible. In keeping with the mission of the Division of Student Affairs, the Counseling Center strives to provide brief treatment in order to facilitate adjustment, improve functioning, achieve resolution of problems, and to relieve acute symptoms as soon as possible.

For those students whose presenting issues suggest a need for more long-term services, the staff at the Counseling Center can help facilitate a referral to private mental health care in the community. Counseling Center services will not be an appropriate substitute for long-term, intensive psychological services. Some common examples of issues that may be more suited to an outside referral include but are not limited to:

 student issues that may require more than weekly appointments  student issues which require a specific type of therapy not practiced by staff  student issues which required long-term, ongoing psychotherapy before coming to William and Mary  student issues that tend to worsen in short-term counseling

If you are unsure whether or not the Counseling Center services are the best fit for your needs, our staff will be happy to meet with you to discuss your individual situation.

Counseling Center Blow Memorial Hall, Suite 240 Post Office Box 8795 262 Richmond Road Williamsburg, VA 23187-8795

Phone Number 757-221-3620 Fax Number 757-221-2254

COUNSELING CENTER

Building and Office Access (Key Policy)

 Keys to College property may be duplicated only by the College locksmith.  Keys will only be issued to provide access to areas and property necessary to accomplish assigned work of Counseling Center employees.  All keys are returned and logged in upon separation from the College.

Assigned key are to be used ONLY by Counseling Center Staff!

DO NOT allow anyone not affiliated with the Counseling Center to use your keys!

W&M Counseling Center Internship Training PHILOSOPHY OF TRAINING

The training program at the WMCC embraces the responsibility of providing a supportive comprehensive doctoral-level internship training in a counseling center setting. Our training program is consistent with the overall mission of the WMCC, i.e., provide quality and culturally sensitive professional service to students facing developmental and clinical issues that could interfere with the fulfillment of their educational and personal goals.

Developmental-Experiential-Mentorship based Training The WMCC internship program is based on a Developmental-Experiential-and mentorship philosophy of training. The internship builds on the foundation of knowledge and skills acquired through the diverse experiences of graduate coursework, research, practica and other applied activities. The center considers the internship a capstone to a doctoral training in health service psychology. We strive to facilitate the integration of research, knowledge, and skills and the consolidation of a professional identity as a psychologist. As such, our mission is to provide a training environment that facilitates the transition from graduate student to culturally sensitive, clinically skilled and ethically sound psychologist.

Integration of Research/Scholarly work and practice An important component of the WMCC philosophy of training is the belief in the need to integrate scholarly knowledge, research findings, and critical thinking into clinical practice and clinical decision making. We encourage the consumption of scholarly research.

Mentoring, Modeling, and Supervision Trainees are supervised by senior staff members who model the highest ethical, legal and professional standards of the profession and provide a safe and supportive environment that would foster interns’ learning and development. It is in this type of environment that interns could effectively develop conceptual, methodological, therapeutic, and case management skills while engaging in a self-exploration process that would be conducive to personal and professional growth.

In addition to the intense clinical supervision interns receive, they also participate in formal training activities that are structured to promote a theoretical and clinical foundation in health service psychology. The structured training activities include an orientation program, training seminars, case conferences, and group supervision.

Mentoring and an “open door policy” are highly valued at the center. Interns are encouraged to utilize and consult with all professional staff regardless of supervision assignments.

AIMS OF THE INTERNSHIP

The field of health service psychology demands a flexible and integrated repertoire of skills and competencies. In congruence with the Standards of Accreditation in Health Service Psychology, interns are expected to develop the following Profession-Wide Competencies:

PROFESSION-WIDE COMPETENCIES

I. RESEARCH

II. ETHICAL AND LEGAL STANDARDS

III. INDIVIDUAL AND CULTURAL DIVERSITY

IV. PROFESSIONAL VALUES, ATTITUDES, AND BEHAVIORS

V. COMMUNICATION AND INTERPERSONAL SKILLS

VI. ASSESSMENT

VII. INTERVENTION A. Individual Therapy B. Crisis Intervention C. Group Therapy D. Outreach Programming VIII. SUPERVISION

IX. CONSULTATION AND INTERPROFESSIONAL/ INTERDISCIPLINARY SKILLS

I. RESEARCH During the year, interns will be regularly asked to read research articles for the different seminars and will be presented with multiple opportunities to consume research to inform their clinical practice. In addition, interns are expected to present their dissertation to their peers and the staff at the Counseling Center. Interns will be expected to demonstrate knowledge, skill, and competence to critically evaluate research and apply research findings in the different professional roles assumed during the internship year.

II. ETHICAL BEHAVIOR AND LEGAL STANDARDS An overarching goal of the WMCC is to instill a commitment to ethical practice. Interns will have opportunity to discuss ethical issues in the different didactic seminars offered during the year as well as in case conference and in supervision. Interns will be expected to behave according to the Ethical Principles of Psychologists and Code of Conduct of the American Psychological Association (2002) and demonstrate knowledge regarding the rules, regulations and standards governing health service psychology. In addition, interns are to familiarize themselves with the Virginia Law regarding the ethical practice of psychology. Interns will be expected to recognize ethical dilemmas and apply ethical decision making processes competently. In addition, interns are expected to follow the Counseling Center policies and procedures, maintain an appropriate professional role with clients, develop appropriate interaction with staff and trainees, and maintain accurate documentation records.

III. INDIVIDUAL AND CULTURAL DIVERSITY Interns participate in didactic and experiential training regarding multicultural competence. Sensitivity to issues of power and privilege as well as social justice issues are central to the mission of the Counseling Center and the Training program. As such, interns are to demonstrate ability to engage in self-reflection about the way in which their own personal/cultural history affect how they understand and interact with people different from themselves, including peers, colleagues, supervisees, supervisors, other staff/professionals, and those seeking services. Interns are expected to demonstrate cultural sensitivity and competence in service delivery with clients, groups, and organizations from diverse cultural backgrounds and other forms of individual difference. Multicultural competence is defined according to APA Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change of the American Psychological Association (2003). Interns are to practice also according to the Guidelines for Providers of Psychological Services to Ethnic, Linguistic, and Culturally Diverse Populations (2002), the Guidelines for Psychological Practice with Lesbian, Gay, and Bisexual Clients (2011), the Guidelines for Assessment of and Intervention with Persons with Disabilities (2011), and the Guidelines for Psychological Practice with Girls and Women (2007).

IV. PROFESSIONAL VALUES, ATTITUDES AND BEHAVIORS A significant goal of the internship is to instill a commitment to professionalism, integrity, self-reflection, and lifelong learning. The internship attempts to foster the development of interns' reflective practice and self-assessment so that they can recognize the boundaries of their competencies, demonstrate ability to monitor their own professional behavior, and recognize strengths and areas of growth. Similarly, the internship offers opportunities for interns to consolidate their professional identity. It is anticipated that interns will gain a sense of competence, confidence, and autonomy in the practice of health service psychology; as the year progresses, it is expected that interns will respond professionally in increasingly complex situations with a greater degree of independence. Ability to effectively use supervision is key in the development of professional values, attitudes, and behaviors. As such, interns are to demonstrate ability to effectively use supervision, being receptive feedback and new ideas as well as open to looking at own issues that may impact professional behavior.

V. COMMUNICATION AND INTERPERSONAL SKILLS Appropriate communication and interpersonal skills are essential for positive interactions and effective work with others. Communication and interpersonal skills are the foundations for many of the other vital competencies in the field of health service psychology. As such, interns are expected to utilize and develop appropriate interpersonal skills. Interns are to demonstrate the ability to maintain effective relationships with a wide range of individuals including clients, peers, colleagues, supervisees, supervisors, and other staff/professionals, being sensitive to individual and cultural differences as well as to issues of power and privilege.

VI. ASSESSMENT Interns participate in didactic and experiential assessment training as well as in weekly supervision to assure competent assessment practices. They will have ample opportunity to engage in initial assessments for clients seeking services. Interns are expected to accurately assess clients' psychological needs, make accurate determination write comprehensive conceptualizations, and recommend a disposition, addressing the need for individual or group therapy, psychiatric referral, or other interventions including referrals to other professionals or community services. Interns are also expected to be able to make clinical decisions about the selection and utilization of psychological tests in their clinical practice; they are to demonstrate ability to accurately interpret data from assessment instruments. Interns will demonstrate sensitivity to the context of the client's culture when selecting, implementing and interpreting test results. Interns will be able to demonstrate ability to use assessment data to inform their clinical interventions.

VII. INTERVENTION

A. Individual Psychotherapy: Interns will be able to offer individual psychotherapy to college students with a variety of presenting concerns and clinical issues during the internship year. Interns will receive didactic and experiential training as well as weekly supervision to assure competent service delivery. Interns are expected to appropriately apply their knowledge about therapy gained in graduate school as well as what they learn in supervision in their interventions with clients. It is expected that interns will be able to competently utilize their clinical formulation and conceptualization of cases and their approaches to therapy considering clients' needs and diversity variables. Interns are expected to timely and accurately document their clinical interventions with clients

B. Crisis Intervention: Interns receive didactic and experiential training as well as supervision and consultation regarding crisis intervention skills. During working hours or through after-hours on-call duties (with a back-up supervisor), interns will be able to provide crisis intervention for clients experiencing acute personal distress or symptomatology. Interns are expected to be appropriately assess clients' needs and help reduce their immediate distress. Interns are to demonstrate ability to evaluate clients' safety regarding risk of danger to self and/or others and mobilize resources accordingly.

C. Group Psychotherapy: Interns receive didactic and experiential training in group therapy intervention. They work with a group co-leader from the earlier stages of group referral, pre-group screenings and group formation, to the working and termination stages of group. Interns are expected to demonstrate ability to facilitate process-oriented therapy groups and/or theme/population-oriented groups. They are to be able to collaborate with co-leaders and document the clinical interventions with groups.

D. Outreach Programming: Interns are presented with multiple opportunities to engage in outreach programming and are encouraged to consult with staff and supervisors about specific programs and presentation skills. Interns are expected to be able to design and implement psycho- educational presentations and workshops for audiences within the campus community. Interns receive didactic and experiential training in crisis management; it is expected that interns will be able to respond to critical incident or crisis debriefing outreach events if there are situations of this caliber during their internship year.

VIII. SUPERVISION Interns provide supervision for doctoral level practicum students. Interns receive didactic and experiential training in supervision. Interns are expected to provide a safe environment for practicum students to discuss their cases and demonstrate ability to assist them with conceptualization and suggestions for treatment. As supervisors, interns provide feedback and help supervisees develop self-reflective skills, encouraging identification of strengths as well as areas of growth. Interns are to apply the criteria for evaluation in a fair and developmentally appropriate manner.

IX. CONSULTATION AND INTERPROFESSIONAL/INTERDISCIPLINARY SKILLS Interns are expected to gain knowledge and skills regarding consultation. Interns receive didactic and experiential training as well as supervision regarding consultation with faculty, staff, parents, student affairs professionals, residence life and other members of the College. Interns will be expected to exhibit ability to use their assessment and clinical judgment as they consult with others. Similarly, interns are expected to demonstrate knowledge and respect for the roles and perspectives of other professions and apply this knowledge in interprofessional/interdisciplinary consultation with individuals, groups and/or systems. INTERNSHIP REQUIREMENTS

Interns are expected to behave according to the Ethical and Legal Standards of Health Service Psychology and to exhibit the Professional Values, Attitudes, and Behaviors as well as professionally appropriate Communication and Interpersonal Skills at all times and in all their professional roles at the agency. Similarly, it is expected that interns will demonstrate knowledge, skill, and competency in the area of Individual and Cultural Diversity, in all their professional functions at the Counseling Center. Note: See Evaluation of Psychology Intern by Supervisors form, Section II. Ethical and Legal Standards, Section III. Individual and Cultural Diversity, Section IV Professional Values, Attitudes, and Behaviors, Section V. Communication and Interpersonal Skills, and Section IX. Consultation and Interprofessional/Interdisciplinary skills to familiarize yourself with how these areas will be evaluated.

CLINICAL SERVICE

1. Individual/couples Therapy: Schedule individual/couples for an average of fifteen (15) clinical hours/week. In order to complete the 500 clinical hours required for completion of the internship, interns may need to have more than 15 clinical hours per week scheduled during some weeks of the semester. During other weeks, particularly at the beginning of fall and spring semesters interns may have less than 15 clinical hours scheduled. Interns’ caseloads will be composed of clients who, based on clinical need are seen weekly, and other clients who will be seen every other week or less frequently. 2. Group Therapy: Co-facilitate one on-going therapy group with a senior staff member during the fall and spring semesters. 3. Initial assessment: Participate in clinical teams one day per week. Interns will be scheduled up to three half-hour initial assessment sessions on their team day, except the first weeks of the semester, when interns will be scheduled for four. In addition, interns and the other members of the team will distribute among themselves any crisis situations and walk-ins. Interns as well as senior staff members may be called to help with crisis situations and even intakes on other days if the team for that day is managing excessive clinical need. 4. On call: Provide at least one week of on-call after-hours coverage per semester during the academic year. Interns are also expected to participate in on-call after hours coverage during the summer (time may vary based on center and/or intern training needs).

Note: See Evaluation of Psychology Intern by Supervisors form (Section VI Assessment, and Section VII Intervention, Individual Tx, Crisis Intervention, Group Tx, sections, VIIA-VIIC) to familiarize yourself with how your clinical skills will be evaluated.

OUTREACH (Total outreach: 9 programs during the academic year as described below)

1. Observe/Co-Facilitate at least three different outreach programs during the W&M students’ orientation in addition to the ones already included on the intern orientation schedule. 2. Program Evaluation: Interns will engage in the program evaluation component of the RA suicide risk reduction training. Under the mentorship of an identified staff member, interns will analyze data of the pre and post evaluation obtained during the RA suicide risk reduction training -that takes place at orientation- (the evaluation forms have already been developed and they will be administered just prior and at the end of the program). In addition, interns will develop a follow-up evaluation form/process to be used at the end of the academic year to explore whether RAs a) retained the information presented at orientation and b) felt prepared to engage in RA appropriate risk reduction interventions (e.g. ask questions about safety, refer) with their residents. Interns will work in the summer to analyze the data and provide feedback about potential ways to improve the program. 3. Didactic/interactive outreach: Facilitate a minimum of three didactic/interactive outreach workshops per semester, for a total of six didactic outreach programs during the internship year. These six programs could be in response to requests received by the Counseling Center or based on own interest. Opportunities for outreach with established audiences include presentations for student leaders and classes on mental health topics offered to peer-educators. If you want to develop your own program based on your own interests, it would be helpful to choose either a population you want to reach out to or a topic you believe students would be interested in. It would be important to take into account the academic calendar and students’ schedules to increase the likelihood of getting an audience. Generally speaking, students are too busy to attend programs after the first week in April. 4. Screening Programs: Participate in all screening program during the internship year, for a maximum of one screening per semester (e.g. mental health/eating disorders/depression/alcohol screening). 5. Passive Programming: Interns will create (conceive and construct) a passive outreach at the beginning of the fall semester, the beginning of the spring semester, and after spring break. They may work individually or in groups, selecting appropriate materials -preventive or affirmative messages/articles- based on the time of the academic year and what students may be facing at that time.

Note: See Evaluation of Psychology Intern by Supervisors form (Section VII Intervention- section D Outreach programming-) as well as the Evaluation of Intern Outreach Presentation form to familiarize yourself with how your outreach planning and implementation/ facilitation skills will be evaluated.

ASSESSMENT

1. Interns are to complete two comprehensive Case Presentations during the year. In doing so, interns are to administer at least two assessment instruments in their case presentations (at least one instrument in addition to CCAPS). See Case Presentation Requirement described below.

OPTIONAL: Interns who are interested in acquiring more experience with assessment may complete full or partial assessment batteries, based on a referral question, with referred clients for a maximum of 2 cases/year. These assessment cases should be approved by the intern’s primary supervisor.

Note: See Evaluation of Psychology Intern by Supervisors form (Section VI Assessment) as well as the Case Presentation Evaluation form to familiarize yourself with how your assessment skills will be evaluated

SUPERVISION

1. Individual Supervision: Receive two-hours/ week of clinical supervision for individual cases and initial assessment evaluations. In the spring, interns also receive 1 hour of supervision of supervision. This is provided by the assigned supervisor for the spring semester. Make up all missed supervision sessions (see document re: supervisor and supervisee responsibilities). 2. Provide Clinical Supervision to an Advanced Practicum student: Based on the number of practicum students being trained each year, interns will supervise a minimum of half the caseload of a practicum student during the spring semester. Digitally record ALL supervision sessions. Review their documentation as well as digital recordings of their intakes and sessions with individual clients. Documentation of all cases supervised by the intern, including case notes, initial assessment, and termination reports, are to be signed on line #2 by the psychology intern as supervisor and line #3 by the supervisor of supervision.  Maintain documentation of supervision sessions. Supervision documentation is to stay at the center after the completion of internship. The Training Director is to receive this documentation at the end of the supervision experience with a given supervisee.  Use the appropriate evaluation forms for mid-semester and end of semester feedback for the student you supervise. VCPCP and VCU students have different evaluation forms.  As a component of the supervision of a Practicum Student and in congruence with the Developmental and Experiential training philosophy at the WMCC, supervision of supervision will involve supervisee- supervisor-supervisor of supervision meetings. The triad model provides:  Practicum students with a) the opportunity to brainstorm ideas in the moment with two supervisors, b) direct contact with the supervisor of supervision, and c) recordable hours of supervision with a licensed psychologist.  Interns with a) the opportunity to brainstorm ideas in the moment with another supervisor, b) regular access to direct consultation and c) mentorship regarding clinical supervision practice.  Supervisor of supervision with a) direct contact with the practicum student, b) a more direct discussion about the work with clients, c) direct observation of practicum students’ therapy skills, conceptualization, clinical judgment, professionalism and ethical decision making, and d) the opportunity to assess practicum students’ and intern supervisor’s ability to receive and integrate feedback into their clinical/supervisory practice.

These meetings are to take place approximately once a month. All members of the umbrella supervision triad (practicum student, intern, supervisor of supervision) can request these meetings based on specific goals or needs.

Given our commitment to training and if believed to be helpful, different staff members may watch videos of your supervision work. Oftentimes, it may be helpful for the group supervisor of the practicum student or for other senior staff involved in training, to watch supervision tape. This helps coordinate efforts among training staff and provide helpful ideas/feedback to the practicum student or the intern supervisor.

3. Group therapy supervision: Receive up to one and a half-hour/week group therapy supervision. Meet with co-leader for one hour every other week, and weekly for a half-hour to discuss and process group therapy.

4. Case Conference. This meeting is considered supervision within a group format. Interns are expected to bring cases in order to hear different perspectives and receive feedback from those in attendance, including their individual supervisor and other senior staff members. Peer input is valued. Practicum students bring cases to these meetings too and interns are to provide input as a way to demonstrate their conceptualization and clinical skills. Senior staff may present cases that provide good learning opportunities. 5. Case presentation: Conduct a minimum of one formal case presentation (including written report) per semester during case conference. The goal of case presentation is for interns to show their work and request feedback. As such, it is recommended that interns provide a summary of the case and their work for approximately 10minutes, show video for another 10 minutes, and use the rest of their time to ask/answer questions and receive feedback. Interns are to provide a short (3 page) write-up for the case presentation including: . Demographic data . Presenting concerns . Assessment data including a) instrument(s) utilized, b) rationale for why these instruments were selected (e.g. clarify diagnosis, inform treatment, and/or track symptoms/therapeutic progress), c) assessment results, d) How is your understanding of the case and your clinical work being informed by assessment data/implications for treatment. . Diagnosis . Summary of treatment . Conceptualization . Theoretical understanding of the case and/or theory behind your treatment approach. . How is your understanding of the case and your clinical work being informed by science (use research findings that address some of the clinical issues your client is dealing with as well as some research findings that support your treatment approach). . Questions (specific issues you want input on) . References The write up should be no more than 3 pages, single spaced, 12 point font. The write up should be distributed at least 24 hours prior to the presentation. A video clip should be included in the presentation. In order for you and your client to benefit from the feedback that is provided, interns are to present before November 22nd (Fall) and April 18th (Spring). 6. Supervision of Supervision: Receive up to one hour of individual supervision of supervision in the spring semester. 7. Supervision case presentation: Conduct one formal supervision case presentation during supervision of supervision seminar-Spring semester. This presentation should be conceived as an opportunity to showcase your supervision and as an in depth consultation about a specific/salient supervision theme (e.g. cultural aspects in supervision, ethical decision making, etc.) Provide a short (2 page) write up with the following parameters: • Summary of the current status of supervision: # of supervisory sessions, content covered, salient issues, other aspects of the supervision that seem relevant. • Brief summary of the supervisee’s caseload, e.g. presenting concerns, basic demographics, # of sessions. • Model or models of supervision that are being utilized to conceptualize the supervisory relationship. • How is your understanding of the issues being addressed in supervision and your supervisory work as a whole being informed by science (use research findings that address some of the issues you are facing in supervision as well as some research findings that support your supervisory approach). • Questions, requests for input from the S.O.S. group, about any specific supervision issues as well as in connection to a salient supervisory theme. The write up should be no more than 2 pages, single spaced, 12 point font and be distributed at least 24 hours in advance.

Note: See Evaluation of Psychology Intern by Supervisor form (Section VIII Clinical Supervision) as well as the Supervision Presentation Evaluation form to familiarize yourself with how your use of supervision and your supervision skills will be evaluated

******************************************

TRAINING ACTIVITIES

1. Training Seminars: Attend and participate in all of the scheduled training seminars. (You are also to participate in case conference, group therapy supervision and supervision of supervision sessions as described above). Complete all the readings and any additional requirements for the different seminars:  Integrative seminar - This seminar integrates themes related to Clinical, ethical, and professional issues, assessment, and outreach experiences. Two (2) - 1hour sessions per week fall semester - See syllabus.  Diversity seminar – 1hr every other week during the academic year. See diversity seminar requirements in seminar’s syllabus.  Supervision seminar - 1hr every other week during the fall semester year. The seminar will transition to supervision of supervision within a group format during the spring semester. See supervision requirements above. 2. Participate in all networking and staff development meetings 3. Staff meetings: Attend and participate in the Staff Meetings ALL scheduled throughout the year. 4. Attend and participate in meetings with training director (scheduled as needed). The purpose of these meetings is to address potential questions or concerns about the training program or any aspect of training and/or provide feedback about the training program or the training director. Interns are always welcome to request an individual meeting with the training director. 5. Student Affair Meetings. Attend student affairs meetings. During the academic year, particularly at the busiest times, interns may ask their supervisors and training director about the possibility of missing a Student Affairs meeting and stay at the Counseling Center to complete some professional activity (scheduling clients would only be allowed if a senior staff is at the Center). Supervisors/TD may not recommend missing meetings that are considered to be significant based on their intended professional developmental/informational content. 6. Recording Sessions: Digitally record ALL counseling sessions once Clients have signed consent/permission to record– This form should be updated whenever there is a change of supervisor for the case (usually at the beginning of a new semester).

Given our commitment to training and if believed to be helpful, different staff members may watch videos of your work. Oftentimes, it may be helpful for you and your supervisor to have someone else watch your work with a specific client or clients; this may result in additional understanding of a case or ideas on how to proceed.

7. Log of clinical and outreach work. Update the clinical work log and training requirement log (F/S semester) weekly. 8. Optional: Attend and participate in Student Affairs Task-Force/Committee Meetings if interested.

RESEARCH

It is expected that interns will apply scholarly work and research findings in all activities and roles assumed during the internship year. In addition, interns will give a research presentation as described below.

Research Presentation: Present some research you have recently worked on or are currently involved in. This presentation can be scheduled at any time during the academic year as part of the staff development meetings or can take place during the summer. You can present your dissertation, dissertation proposal or any other piece of research. Interns who decide to present during staff development (vs. summer) would need to inform, early in the semester, the staff member who is coordinating staff development of their intent to do so in order for their presentation to be scheduled during one of the Staff Development meeting times.

Note: See Evaluation of Psychology Intern by Supervisors form, (Section I Research), to familiarize yourself with how the Research Competencies will be evaluated.

TEACHING

Practicum Seminar Presentation: Present or co-present on any topic of expertise/interest during the practicum seminar in the spring semester. Consult with the training director and the coordinator of the practicum seminar to explore how practicum students could best benefit from your presentation.

Note: See Evaluation of Teaching in Seminar Evaluation Form, to familiarize yourself with how your teaching will be evaluated.

EVALUATION ACTIVITIES

All evaluations will be part of your portfolio and will be maintained indefinitely at the Agency in a restricted file to which only the Director, Training Director, and Administrative staff members have access to.

1. Supervisor(s) Evaluations: Interns receive evaluations from supervisors four times during the internship year (October, January, April, and July). The “Evaluation of Psychology Interns by Supervisors” is used for this purpose. A score of 4 on each of the major aims of the internship and not less than 3 in each competency under each aim in the last evaluation of the internship year is required to pass the internship. 2. Interns’ evaluation of supervisors: All supervisors are evaluated by the intern after the intern has been evaluated by the supervisor. Interns complete these evaluations four times a year (October, January, April, July). 3. Interns’ evaluation of practicum student supervisee: Interns complete the evaluation form for the practicum student they are supervising. They are to complete these evaluations by mid and end of the semester(s) they are supervising. VCPCP and VCU students have different evaluation forms. 4. Supervisees’ evaluation of intern as supervisor: Practicum students will evaluate the intern in his/her role of supervisor using the same mid- and final- evaluation form that interns use to evaluate their supervisors. Practicum students provide the evaluation to the intern supervisor after they have received the evaluation from the intern supervisor. 5. Case Presentation Evaluation: Staff members and trainees in attendance during interns’ presentations will be asked to complete a case presentation evaluation form. The training director will collect the evaluations and pass the complete set to the presenter for review. 6. Supervision Presentation Evaluation: The coordinator(s) of the Supervision Seminar and all interns in attendance during interns’ presentations will be asked to complete a supervision presentation evaluation. The training director will collect the evaluations and pass the complete set to the presenter for review. 7. Outreach Evaluation Form: Completed by a permanent staff member able to attend an outreach program facilitated by the intern. Interns are asked to be proactive and request with enough notice that a staff member observes their outreach. 8. Forms for Academic Programs: Interns are responsible for informing the training director and submitting all required forms to the doctoral program if their academic program requires specific forms to be completed. Interns are to provide copies of these evaluation forms to the training director and supervisor(s).

All evaluations will be part of your portfolio and will be maintained indefinitely at the agency in a restricted file to which only the Director, Training Director, and Administrative staff members have access.

DOCUMENTATION

1. Case notes: Document contact with clients following agency documentation policies. Clients’ files are to include all case notes of individual/group sessions and any other contact the intern had with the client including phone and email contact conversations. Consultation is also to be documented. 2. Initial assessment reports and terminations: Write intake and termination reports following agency documentation policies. 3. Sign all of your supervisee’s case notes and termination reports once reviewed and ready to sign. 4. Scan all forms: All signed release forms and signed permission to digitally record are part of the client file. 5. Training and Clinical work log: Maintain a weekly log of all professional activities. Turn in this log to supervisor with a copy to the director of training (see form). 6. Leave log: Turn in the “leave” form to the director of training to request leave approval whenever there is need to be absent from the Center. Vacation and professional leave approval will be based on specific clinical needs at a given time in the semester as well as the satisfactory progress toward the accrual of direct clinical service hours required to complete the internship. Interns are to inform their supervisor whenever they will be absent and they are to make sure they are covering all professional duties that were to take place at the time of their absence. In case of an unscheduled absence (e.g. illness) interns are to call or email front desk staff as soon as possible so that clients can be rescheduled. A message can be left on the answering machine before 8am.

SUMMER PROJECT

Congruent with our developmental approach, at a stage when interns are moving towards independence, and as a way to demonstrate ability to integrate knowledge into a tangible outcome that can meet a counseling center’s need and be marketable for job search, interns will be involved in a summer project approximately 2-4 hours a week - once the academic year ends-. The specific project will be one of interest to the intern. Some examples are: review of clinical forms/brochures, improvements to counseling center website, projects identified as Counseling Center needs, and clinical or training related projects as identified by staff, the training committee or director of training, such as collecting training resources or resources regarding specific evidence-based treatments, designing psycho-educational groups, etc.

Note: See Evaluation of Psychology Intern by Supervisors form, Section II. Ethical and Legal Standards, Section III. Individual and Cultural Diversity, Section IV Professional Values, Attitudes, and Behaviors, Section V. Communication and Interpersonal Skills, and Section IX. Consultation and Interprofessional/Intedisciplinary skills to familiarize yourself with how these areas will be evaluated.

MAINTENANCE OF RECORDS - PORTFOLIO

All training records including Internship Application, contract letter, evaluations, projects and presentations, any remediation plans, passing criteria forms, hour log, and certificate of completion of internship will be part of your portfolio. The portfolio will be maintained indefinitely at the Agency in a restricted file to which only the Director, Training Director, and Administrative staff members have access to. INTERN SEMINARS: COORDINATORS AND FORMAT

SEMINAR COORDINATOR(S) FORMAT FREQUENCY

INTEGRATIVE Different 1 hr Twice a week SEMINAR Presenters/ Fall semester only (Clinical Issues, Felicia Brown-Anderson Readings Assessment, Outreach) +Discussion

Readings + Every other week-

DIVERSITY Discussion Fall & Spring Kevin Clancey, Psy.D. SEMINAR semesters Jennifer Floor, Psy.D. Readings+ Every other week Discussion + Fall SUPERVISION Case Presentation SEMINAR/GROUP Alexandra Pappas, Ph.D. Every other week SUPERVISION OF Colleen Reichmann, Psy.D. Spring SUPERVISION

NOTE : THE COORDINATOR OF THE SEMINAR IS THE PRESENTER UNLESS OTHERWISE INDICATED WITH INITIALS IN THE SEMINAR SCHEDULE/SYLLABUS (If presenters from other offices or from the community are invited their full name will appear in the schedule)

Passing Criteria Competencies Measured by Passing Criteria I. RESEARCH

II. ETHICAL AND LEGAL STANDARDS

.0 or .0

3 III. INDIVIDUAL AND CULTURAL DIVERSITY

IV. PROFESSIONAL VALUES, ATTITUDES,

AND BEHAVIORS internship year. the of

V. COMMUNICATION AND

INTERPERSONAL SKILLS

VI. ASSESSMENT

, etc. the evaluation form. , toetc. complete

final evaluation final

VII. INTERVENTION

.0 in the overall competency and a and competency in the .0 overall

A. Individual Therapy 4

B. Crisis Intervention ‘feedback C. Group Therapy

D. Outreach Programming under that evaluated aboveall items of the on

VIII. SUPERVISION Minimum meetings

competency, on the

supervisor presentations, discussions, case/supervision/outreach

Evaluation of Psychology Interns by Supervisor Form Supervisor by Interns Psychology of Evaluation

IX. CONSULTATION AND recordings, from digital supervision Supervisors information integrate INTERPROFESSIONAL/

INTERDISCIPLINARY SKILLS

Weekly Activity Summary

This description is an approximation of average time spent per category listed Fall Spring Summer each week and is subject to change during the peak times of the year or summer. Clinical Service Individual/Couples Counseling 15.0 15.0-16.0 10.0 Group Therapy 1.5 1.5 0.0 Intake Assessment 3.0 3.0 3.0 Formalized Assessment Variable Variable Variable Crisis 1.0 1.5 1.0 Consultation & Outreach Variable Variable Variable Supervision of Practicum Students 0.0 1.0-2.0 0.0 On call duties Variable Variable Variable

Subtotal: Clinical Service 20.5 23 14

Supervision, Seminars, Research Individual Supervision 2.0 2.0 2.0 Group Therapy Supervision .75 .75 0.0 Integrative Seminar 2.0 0.0 0.0 Supervision Theory/Practice Seminar 0.5 0.5 0.0 Diversity Seminar 0.5 0.5 0.0 Case Conference 1.5 1.5 2.0 Networking/Professional Development 0.25 0.25 0.0 Meetings Prep for seminars/readings 2.0 2.0 0.0 Research/Prep for research presentation/Program Evaluation/Professional Variable Variable 12 Development (e.g. studying for EPPP) Subtotal: Supervision, Seminars, Research 9.5 7.5 16.0

Administrative

Staff Meeting 0.25 0.25 Documentation/Paperwork 7.0 7.0 5.0 Supervision Prep (self & practicum student) 1 2 1 Phone calls/email Variable Variable Variable Meetings With Training Director .25 .25 As needed SA Meetings 0.25 0.25 0.25

Subtotal: Administrative 8.75 9.75 6.25

Other

Summer Project 3 Subtotal: Other 0.0 0.0 3.0

Total Hours/Week 38.75 40.25 39.25

The College of William Mary Counseling Center - Predoctoral Internship: Summer - Page 1

Intern: Supervisor(s): Summer Overall Total: 0.00 Clinical/Direct Hours: 0.00 Overall Direct Clinical Hours: 0.00 Intership Overall Total: 0.00

ACTIVITY T W44 W45 W46 W47 W48 W49 W50 W51 W52 W53 Clinical Service Individual/Couples-10 0.00 Immediate Crisis-V 0.00 Initial Assessment-2 0.00 On-Call Contact-V 0.00 Supervision & Seminars Individual Supervision-2 0.00 Case Conference-2 0.00 Admin, Case Mgt & Prep Assessment Prep-V 0.00 Outreach Prep-V 0.00 Supervision Prep-1 0.00 Case Prep: sup, pres, research 0.00 Admin: e-mail, checking vm 0.00 Case Mgt/Paperwork-V 0.00 Meetings Meeting w/Training Director-V 0.00 Prof Dev: job rel, conf-V 0.00 Dissertation/Research-V 0.00 Intern Support Meeting-V 0.00 Other-V 0.00 Leave Time 0.00 Holiday 0.00

Weekly Total Hours 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 Overall Total Hours 0.00

Evaluations Seminar Feedback _____ Quarterly evaluation w/Supervisors _____ Assessment _____Outreach *July _____Clinical & Professional Issues _____ Supervision/SOS _____ End of Internship evaluation _____ Diversity

Summer Project

Client Demographics # of clients Cumulative Totals African-American/Black/African Origin 0 Asian-American/Asian Origin/Pacific Islander 0 Latino/a/Hispanic 0 American Indian/Alaska Native/Aboriginal Canadian 0 The College of William Mary Counseling Center - Predoctoral Internship: Summer - Page 2

European Origin/White 0 Biracial/Multiracial 0 Heterosexual 0 Gay 0 Lesbian 0 Bisexual 0 Male 0 Female 0 Transgendered 0 Physical/Orthopedic Disaability 0 Blind/Visually Impaired 0 Deaf/Hard of Hearing 0 Learning/Cognitive Disability 0 Developmental Disability 0 Other 0

Intern ______

GOALS FOR THE INTERNSHIP YEAR Considering the different areas of strength and growth based on the self-evaluation, please describe what your major goals are for the internship year. Please describe these goals in terms of the following aims:

I. RESEARCH

______

II. ETHICAL AND LEGAL STANDARDS

______

III. INDIVIDUAL AND CULTURAL DIVERSITY

______

IV. PROFESSIONAL VALUES, ATTITUDES, AND BEHAVIORS

______

V. COMMUNICATION AND INTERPERSONAL SKILLS

______

VI. ASSESSMENT

______

VII. INTERVENTION A. Individual Therapy B. Crisis Intervention C. Group Therapy D. Outreach Programming

______

VIII. SUPERVISION

______

IX. CONSULTATION AND INTERPROFESSIONAL/ INTERDISCIPLINARY SKILLS

______

LEAVE REQUEST FORM

NAME MONTH YEAR

Use the following leave symbols for completing your leave for the month in the grid below. S – Sick Leave P – Professional Leave V – Vacation

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

Please be aware that you need to: Exchange team days Done? Yes ____ No ____ Make up supervision sessions missed. Done? Yes ____ No ____ Inform your supervisor about your absence and clients of concern. Done? Yes ____ No ____ Inform on call therapist about clients of concern Done? Yes ____ No ____

I have arranged for my responsibilities to be covered while I am away by ….. (describe/be specific or N/A).

Intake/Team Day Seminar Sup of Prac Student Own supervision Clinical work 1:1 and group

NOTE: Interns are expected to save at least 5 working days of vacation for the end of the internship year.

Date Trainee Signature Date Training Director Signature

Self-Assessment: Beginning of Internship William and Mary Counseling Center College of William and Mary

Intern: ______Date:______

Please use this evaluation form to assess your skill in the following competencies. The goal of this self-assessment is to help you engage in self-reflection in terms of strengths and areas of growth and help your supervisor and others involved in training of interns be aware and intentional about your goals.

Please rate your skills using the following 5-point scale. Level 1. Performs inadequately for a psychology intern in this area. Requires significant and close supervision and monitoring of basic tasks in this area. Remediation plan required.

Level 2. Demonstrates marginal competence in carrying out basic tasks in this area; requires frequent supervision and close monitoring. Remediation may be considered or recommended or is available by intern request.

Level 3. Demonstrates competence in carrying out basic tasks in this area. Requires training and ongoing supervision for developing.

Level 4. Demonstrates advanced skills of basic tasks in this area. Requires ongoing supervision for performance of advanced skills in this area. Occasionally and spontaneously demonstrates advanced skills in this area.

Level 5. Demonstrates mastery of basic tasks in this area. Often performs at the level expected for an early career professional.

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I. RESEARCH Demonstrates knowledge, skills, and competence in Research

Rating: ______

1. Demonstrates knowledge, skills, and competence to critically evaluate research according to methods, procedures, practices, and attention to diversity and contextual variables ______2. Demonstrates knowledge, skills, and competence to use existing knowledge in clinical practice and other professional activities, taking into consideration issues of diversity ______3. Demonstrates ability to locate, appraise, and assimilate evidence from scientific studies on college mental health and local clinical data (trends in mental health issues in college populations, results from research comparing W&M students health related issues/needs to those of students in other universities, etc.)______4. Appropriately utilizes scholarly work and applies scientific knowledge in the different roles assumed at the agency ______5. Appropriately disseminates research information in presentations (case presentation, supervision presentation, research presentation), outreach events, seminars, consultation, teaching in practicum student seminar, etc.

Summary Comments:

II. ETHICAL AND LEGAL STANDARDS Demonstrates knowledge, skills, and competence in Ethical and Legal Standards

Rating: ______

07/21/17G:\Internship Training\Training Manual 2017-2018\III. OVERVIEW OF THE INTERNSHIP TRAINING PROGRAM\p. Form 2 Self Assmt - Beginning.docx 3. Demonstrates knowledge regarding the relevant laws, regulations, rules, policies, standards and guidelines governing health service psychology ______4. Understands and follows the Center’s policies and procedures ______5. Recognized ethical dilemmas and apply ethical decision-making processes ______6. Appropriately seeks consultation when ethical or legal issues require resolution 7. Behaves in an ethical manner in all professional activities ______8. Maintains accurate documentation records ______Summary Comments:

III. INDIVIDUAL AND CULTURAL DIVERSITY Demonstrates knowledge, skills, and competence as it relates to addressing diversity in all professional activities

Rating: ______

1. Incorporates theoretical and research knowledge on multiculturalism ______2. Demonstrates sensitivity of how self and others are shaped by individual and cultural diversity and the cultural context and sub-cultures in which people function. 3. Integrates knowledge of self and others as cultural beings across professional roles and functions ______4. Demonstrates an understanding of how their own personal/cultural history, attitudes, and biases affect how they understand and interact with people different from themselves ___ 5. Demonstrates awareness of own and others’ multiple identities and the intersection of these identities ______6. Demonstrates sensitivity to issues of power and privilege as they interact with others ______7. Demonstrates an understanding of the manner in which people of diverse cultures and belief systems perceive mental health issues and interventions ______8. Understands oppression and discrimination in society and other environments including university settings, and understands how these environments are microcosms for the larger society______

Summary Comments:

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IV. PROFESSIONAL VALUES, ATTITUDES, AND BEHAVIORS (Sections A-B) Demonstrates the development of a professional identity congruent with Health Service Psychology Rating: ______

A: Behaves in ways that reflect the values and attitudes of Health Service psychology. Rating: ______

1. Demonstrates integrity, accountability, a professional demeanor, eagerness/readiness to learn, and concern for others, across the different roles assumed at the agency ______2. Engages in self-reflection regarding personal and professional functioning ______3. Demonstrates ability to monitor their reactions and behaviors ______4. Demonstrates ability to recognize areas of strength and areas of growth ______5. Seeks the means to ameliorate the impact of potential problems on the delivery of services, including engagement in activities to maintain and improve performance, well- being, and professional effectiveness ______6. Uses diverse resources for professional development including staff resources (supervision and consultation), workshops, conferences, and/or professional organizations ______7. Responds professionally in increasingly complex situations with a greater degree of independence as the internship year progresses ______

Summary Comments:

B: Demonstrates ability to effectively use supervision

Rating: ______

07/21/17G:\Internship Training\Training Manual 2017-2018\III. OVERVIEW OF THE INTERNSHIP TRAINING PROGRAM\p. Form 2 Self Assmt - Beginning.docx 6. Demonstrates openness to looking at own issues ______7. Demonstrates awareness of multicultural issues within the supervisory relationship ______8. Demonstrates ability to seek supervisory help resulting from a self-perceived need ______

Summary Comments:

V. COMMUNICATION AND INTERPERSONAL SKILLS

Rating: ______

1. Develops and maintains effective relationships with a wide range of individuals including colleagues, peers, supervisors, supervisees, other staff/professionals, parents, communities, organizations, and those receiving professional services, ______2. Produces and comprehends oral, nonverbal, and written communications, demonstrating knowledge and understanding of professional language and concepts ______3. Demonstrates effective communication and interpersonal skills, understanding the impact of their interpersonal and communication practices ______4. Demonstrates effective communication and interpersonal skills being sensitive to issues of power and privilege ______5. Demonstrates ability to manage difficult communication well ______6. Appropriately manages emotional reactions while communicating/interacting with others _____

Summary Comments:

VI. ASSESSMENT Demonstrates competence in conducting intake and objective assessment consistent with the scope of Health Service Psychology. Rating: ______

07/21/17G:\Internship Training\Training Manual 2017-2018\III. OVERVIEW OF THE INTERNSHIP TRAINING PROGRAM\p. Form 2 Self Assmt - Beginning.docx 5. Demonstrates ability to accurately interpret assessment data according to professional standards and guidelines ______6. Demonstrates ability to use assessment data to inform case conceptualization, intervention, and recommendations ______7. Demonstrates ability to use assessment instruments and interpret assessment data being sensitive to clients’ cultural identity(ies) ______8. Demonstrates ability to integrate assessment data into comprehensive, culturally sensitive reports ______9. Accurately, effectively, timely, and sensitively communicates (orally and/or in writing) the results and implications of the assessment ______Summary Comments:

VII. INTERVENTION (Sections A-D) Demonstrates knowledge and skill in implementing interventions for prevention and treatment consistent with the scope of Health Service Psychology. The level of intervention includes those directed at an individual, a group, an organization, a community, or other systems level

Overall Rating: ______

A: Demonstrates ability to provide effective services to a wide range of individual clients with diverse presenting concerns

Rating: ______

1. Demonstrates ability to establish and maintain an effective therapeutic relationship with diverse clients presenting with different type of concerns. ______2. Demonstrates ability to gather data and to facilitate exploration ______3. Demonstrates ability to integrate data into meaningful conceptualizations ______4. Demonstrates ability to conceptualize using different theoretical orientations ______5. Demonstrates ability to formulate treatment strategies that integrate theory, current scientific literature, assessment findings, diversity and contextual variables ______6. Demonstrates sensitivity, awareness, and skills regarding diversity issues in clinical work ______7. Demonstrates ability to integrate diversity issues into their case conceptualization, treatment planning, and interventions ______8. Appropriately utilizes complementary approaches/services based on client need and diversity/cultural/contextual variables ______9. Utilizes multicultural guidelines to inform all aspects of the intervention process ______10. Demonstrates ability to handle theirs and their client’s affect ______11. Demonstrates ability to use the self as a therapeutic tool ______12. Demonstrates effective timing of interventions with their individual clients ______13. Demonstrates ability to use Empirically-Validated treatments ______

07/21/17G:\Internship Training\Training Manual 2017-2018\III. OVERVIEW OF THE INTERNSHIP TRAINING PROGRAM\p. Form 2 Self Assmt - Beginning.docx 14. Demonstrates flexibility in therapeutic techniques, including the ability to adapt evidence-based approaches, based on assessment data, treatment goals, diversity and contextual variables, and evaluation of intervention effectiveness ______15. Demonstrates ability to accurately diagnose clients ______16. Demonstrates ability to handle termination issues ______17. Maintains accurate documentation records ______

Summary Comments:

B: Demonstrates ability to assess crisis situations and provide effective interventions

Rating ______

1. Demonstrates ability to assess the intensity/magnitude of clients’ crisis situation ______2. Demonstrates ability to thoroughly assess suicidality; this assessment is informed by the scientific literature in regards to safety assessment ______3. Demonstrates ability to use appropriate interventions in crisis situations according to best practices and the scientific literature ______4. Demonstrates ability to adapt intervention strategies evaluating effectiveness, issues of diversity, and contextual variables ______5. Demonstrates ability to handle their affect in response to the client’s affect or the nature of the crisis presented ______6. Demonstrates ability to appropriately consult while assessing and responding to crises ______7. Maintains accurate documentation records ______

Summary Comments:

C: Demonstrates knowledge and skill in group therapy work

Rating: ______

07/21/17G:\Internship Training\Training Manual 2017-2018\III. OVERVIEW OF THE INTERNSHIP TRAINING PROGRAM\p. Form 2 Self Assmt - Beginning.docx 5. Demonstrates ability to integrate theory and practice of group work ______6. Demonstrates effective timing of interventions according to the group stage _____ 7. Demonstrates ability to integrate diversity issues into their conceptualization, treatment planning, and interventions in group ______8. Demonstrates ability to formulate treatment strategies based on group dynamics ______9. Implements interventions informed by current group therapy scientific literature/ evidence-based treatment______10. Demonstrates collaboration and effective communication with group co-leader _____ 11. Demonstrates receptiveness to feedback about group counseling skills and ability to implement feedback and new ideas into group therapy practice _____ 12. Demonstrates ability to handle their own and the group’s affect ______13. Maintains accurate documentation records ______14. Demonstrates ability to handle termination issues of group work ______

Summary Comments:

D: Demonstrates ability to plan and conduct outreach programs that are culturally and developmentally appropriate

Rating: ______

1. Demonstrates consideration of needs of the target audience ______2. Demonstrates ability to engage the audience in an effective manner ______3. Demonstrates knowledge about the content area ______4. Demonstrates ability to include up to date research information about the content area ______5. Presents in a manner that is inclusive and/or affirming of issues of diversity ______6. Demonstrates flexibility including the ability to adapt the presentation in response to the needs of the audience ______

Summary Comments:

VIII. CLINICAL SUPERVISION Demonstrates ability to establish a supervisory relationship that has the purpose of enhancing the professional functioning of a practicum student and monitoring the quality of the professional services offered by this trainee

Rating: ______

07/21/17G:\Internship Training\Training Manual 2017-2018\III. OVERVIEW OF THE INTERNSHIP TRAINING PROGRAM\p. Form 2 Self Assmt - Beginning.docx

1. Demonstrates knowledge of supervision models and practices ______2. Applies knowledge scientific/scholarly work in the supervision of a practicum trainee ______3. Demonstrates commitment to supervision ______4. Demonstrates ability to establish and maintain a safe and supportive supervisory relationship ______5. Demonstrates respect and offers support for their supervisee ______6. Demonstrates sensitivity to issues of power/privilege. ___ 7. Demonstrates ability to monitor their supervisee professional functioning and quality of services provided ______8. Demonstrates ability to offer ongoing/formative feedback and suggestions about their supervisees’ clinical work ______9. Provide support for the development of case conceptualization ______10. Demonstrates ability to provide effective formative and summative feedback through mid and end of semester evaluations of their supervisees’ professional functioning ______11. Demonstrates cultural sensitivity in the supervisory relationship with their supervisees ______

Summary Comments:

IX. CONSULTATION AND INTERPROFESSIONAL/INTERDISCIPLINARY SKILLS Collaborates with others to address a problem, seek or share knowledge, or promote effectiveness in professional activities.

Rating: ______

1. Demonstrates knowledge and respect for the roles and perspectives of other professions ______2. Applies knowledge about other professions in consultation with other health care professionals, inter-professional groups, and/or systems ______3. Appropriately consults with peers/other trainees and senior staff ______4. Demonstrates ability to effectively communicate and consult with parents/family members while respecting client’s confidentiality/scope of signed releases of information ______5. Demonstrates sensitivity, awareness, and skills regarding diversity in their provision of consultation services ______

07/21/17G:\Internship Training\Training Manual 2017-2018\III. OVERVIEW OF THE INTERNSHIP TRAINING PROGRAM\p. Form 2 Self Assmt - Beginning.docx

07/21/17G:\Internship Training\Training Manual 2017-2018\III. OVERVIEW OF THE INTERNSHIP TRAINING PROGRAM\p. Form 2 Self Assmt - Beginning.docx Self-Assessment: End of Internship William and Mary Counseling Center College of William and Mary

Intern: ______Date:______

Please use this evaluation form to assess your skill in the following aims and competencies. The goal of this self-assessment is to help you engage in self-reflection, appreciate your growth during the internship year, and contemplate your strengths and areas of further growth.

Level 3. Demonstrates competence in carrying out basic tasks in this area. Requires training and ongoing supervision for developing.

Level 5. Demonstrates mastery of basic tasks in this area. Often performs at the level expected for an early career professional.

07/21/17G:\Internship Training\Training Manual 2017-2018\III. OVERVIEW OF THE INTERNSHIP TRAINING PROGRAM\p. Form 3 Self Assmt - End.docx

I. RESEARCH Demonstrates knowledge, skills, and competence in Research

Rating: ______

Summary Comments:

II. ETHICAL AND LEGAL STANDARDS Demonstrates knowledge, skills, and competence in Ethical and Legal Standards

Rating: ______

07/21/17G:\Internship Training\Training Manual 2017-2018\III. OVERVIEW OF THE INTERNSHIP TRAINING PROGRAM\p. Form 3 Self Assmt - End.docx 3. Demonstrates knowledge regarding the relevant laws, regulations, rules, policies, standards and guidelines governing health service psychology ______4. Understands and follows the Center’s policies and procedures ______5. Recognized ethical dilemmas and apply ethical decision-making processes ______6. Appropriately seeks consultation when ethical or legal issues require resolution 7. Behaves in an ethical manner in all professional activities ______8. Maintains accurate documentation records ______Summary Comments:

III. INDIVIDUAL AND CULTURAL DIVERSITY Demonstrates knowledge, skills, and competence as it relates to addressing diversity in all professional activities

Rating: ______

Summary Comments:

07/21/17G:\Internship Training\Training Manual 2017-2018\III. OVERVIEW OF THE INTERNSHIP TRAINING PROGRAM\p. Form 3 Self Assmt - End.docx

IV. PROFESSIONAL VALUES, ATTITUDES, AND BEHAVIORS (Sections A-B) Demonstrates the development of a professional identity congruent with Health Service Psychology Rating: ______

A: Behaves in ways that reflect the values and attitudes of Health Service psychology. Rating: ______

Summary Comments:

B: Demonstrates ability to effectively use supervision

Rating: ______

07/21/17G:\Internship Training\Training Manual 2017-2018\III. OVERVIEW OF THE INTERNSHIP TRAINING PROGRAM\p. Form 3 Self Assmt - End.docx 6. Demonstrates openness to looking at own issues ______7. Demonstrates awareness of multicultural issues within the supervisory relationship ______8. Demonstrates ability to seek supervisory help resulting from a self-perceived need ______

Summary Comments:

V. COMMUNICATION AND INTERPERSONAL SKILLS

Rating: ______

Summary Comments:

VI. ASSESSMENT Demonstrates competence in conducting intake and objective assessment consistent with the scope of Health Service Psychology. Rating: ______

07/21/17G:\Internship Training\Training Manual 2017-2018\III. OVERVIEW OF THE INTERNSHIP TRAINING PROGRAM\p. Form 3 Self Assmt - End.docx 5. Demonstrates ability to accurately interpret assessment data according to professional standards and guidelines ______6. Demonstrates ability to use assessment data to inform case conceptualization, intervention, and recommendations ______7. Demonstrates ability to use assessment instruments and interpret assessment data being sensitive to clients’ cultural identity(ies) ______8. Demonstrates ability to integrate assessment data into comprehensive, culturally sensitive reports ______9. Accurately, effectively, timely, and sensitively communicates (orally and/or in writing) the results and implications of the assessment ______Summary Comments:

Overall Rating: ______

A: Demonstrates ability to provide effective services to a wide range of individual clients with diverse presenting concerns

Rating: ______

07/21/17G:\Internship Training\Training Manual 2017-2018\III. OVERVIEW OF THE INTERNSHIP TRAINING PROGRAM\p. Form 3 Self Assmt - End.docx 14. Demonstrates flexibility in therapeutic techniques, including the ability to adapt evidence-based approaches, based on assessment data, treatment goals, diversity and contextual variables, and evaluation of intervention effectiveness ______15. Demonstrates ability to accurately diagnose clients ______16. Demonstrates ability to handle termination issues ______17. Maintains accurate documentation records ______

Summary Comments:

B: Demonstrates ability to assess crisis situations and provide effective interventions

Rating ______

Summary Comments:

C: Demonstrates knowledge and skill in group therapy work

Rating: ______

07/21/17G:\Internship Training\Training Manual 2017-2018\III. OVERVIEW OF THE INTERNSHIP TRAINING PROGRAM\p. Form 3 Self Assmt - End.docx 5. Demonstrates ability to integrate theory and practice of group work ______6. Demonstrates effective timing of interventions according to the group stage _____ 7. Demonstrates ability to integrate diversity issues into their conceptualization, treatment planning, and interventions in group ______8. Demonstrates ability to formulate treatment strategies based on group dynamics ______9. Implements interventions informed by current group therapy scientific literature/ evidence-based treatment______10. Demonstrates collaboration and effective communication with group co-leader _____ 11. Demonstrates receptiveness to feedback about group counseling skills and ability to implement feedback and new ideas into group therapy practice _____ 12. Demonstrates ability to handle their own and the group’s affect ______13. Maintains accurate documentation records ______14. Demonstrates ability to handle termination issues of group work ______

Summary Comments:

D: Demonstrates ability to plan and conduct outreach programs that are culturally and developmentally appropriate

Rating: ______

1. Demonstrates consideration of needs of the target audience ______2. Demonstrates ability to engage the audience in an effective manner ______3. Demonstrates knowledge about the content area ______4. Demonstrates ability to include up to date research information about the content area ______5. Demonstrates sensitivity, awareness, and skills regarding diversity in their provision of outreach services ______6. Presents in a manner that is inclusive and/or affirming of issues of diversity ______7. Demonstrates flexibility including the ability to adapt the presentation in response to the needs of the audience ______

Summary Comments:

07/21/17G:\Internship Training\Training Manual 2017-2018\III. OVERVIEW OF THE INTERNSHIP TRAINING PROGRAM\p. Form 3 Self Assmt - End.docx

Rating: ______

1. Demonstrates knowledge of supervision models and practices ______2. Applies knowledge scientific/scholarly work in the supervision of a practicum trainee ______3. Demonstrates commitment to supervision ______4. Demonstrates ability to establish and maintain a safe and supportive supervisory relationship ______5. Demonstrates respect and offers support for their supervisee ______6. Demonstrates ability to monitor their supervisee professional functioning and quality of services provided ______7. Demonstrates ability to offer ongoing/formative feedback and suggestions about their supervisees’ clinical work ______8. Assists with case conceptualizations ______9. Demonstrates ability to provide effective formative and summative feedback through mid and end of semester evaluations of their supervisees’ professional functioning ______10. Demonstrates cultural sensitivity in the supervisory relationship with their supervisees ______

Summary Comments:

IX. CONSULTATION AND INTERPROFESSIONAL/INTERDISCIPLINARY SKILLS Collaborates with others to address a problem, seek or share knowledge, or promote effectiveness in professional activities.

Rating: ______

07/21/17G:\Internship Training\Training Manual 2017-2018\III. OVERVIEW OF THE INTERNSHIP TRAINING PROGRAM\p. Form 3 Self Assmt - End.docx

Supervision College of William and Mary Counseling Center MINIMAL EXPECTATIONS OF INTERNS AND CLINICAL SUPERVISORS DURING CLINICAL SUPERVISION

SUPERVISEES SUPERVISORS

INITIAL ASSESSMENTS INITIAL ASSESSMENTS

1. Conduct initial assessments as assigned – Obtain and Review signed informed consent for supervision and maintain in electronic file scanned written informed recording. Provide supervision of the initial assessment consent for supervision and digital recording. and case management process. Consult about Manage the clients you assess and establish a caseload. disposition of initial assessments. Monitor readiness An average of 15 client hours per week is necessary to for specific cases. complete the 500 clinical hours required to complete the internship. This will require maintaining more clients at a time to ensure client hours.

2. Write initial assessment reports and provide to Review and sign-off on all initial assessments supervisor for review following the agency’s following the agency’s documentation timelines. documentation timelines.

CASES CASES 3. Provide supervisor with information about clients on Review all new cases under supervisee’s care. caseload (forms for recording this information are available).

4. Document all client contact and write progress notes Review of progress of all cases on a regular basis and for all clients after each session following the agency’s assist with all case conceptualizations. Review and documentation timelines. sign-off on all case notes.

5. Digitally record all clients unless supervisor gives Regularly review/monitor recordings of supervisee’s permission to waive taping for a specific case. sessions with clients outside the supervisory session. Reviewing one hour of recording per week is encouraged.

6. Request types of clients and presenting concerns you Maintain a current overview of the kinds of clients are particularly interested in from supervisor and needed by the supervisee for a broad/diverse training agency during case conference or staff meetings. experience.

7. Consult with supervisor regarding any Provide back-up/emergency consultation as needed. If potential/actual emergency and/or situation outside of intern’s supervisor is not available, serve as back up general responsibilities of counseling. If supervisor is for the intern. not available, seek consultation with any other senior staff.

8. Make up time due to any absence and make Monitor client welfare (trainee’s assigned clients) appropriate arrangements for clients if canceling during intern’s absence. appointment due to absence.

07/24/18G:\Internship Training\Training Manual 2018-2019\IV. SUPERVISION\p. 2 MINIMAL EXPECTATIONS.doc 9. Write termination summaries within the Review and sign-off on all termination summaries. documentation timelines of the Center.

10. Identify specific clients, issues, etc. to focus on in Keep regular weekly supervision process notes for supervision as applicable each supervision session.

11. Provide evaluation of supervisor(s) after supervisors Provide quarterly evaluations according to stipulated have provided with the written evaluation of supervisee. dates agreed by Training Committee

12. At end of training year, ensure that all files are At the end of the training year, ensure that all case closed and signed-off by supervisor. Erase all digital files are closed with termination summaries written; recordings. sign-off on all cases; ensure that all terminated clients are removed from the intern’s clients’ lists; ensure that all digital recordings are deleted

SUPERVISION OF PRACTICUM STUDENT SUPERVISION OF SUPERVISION 13. Provide supervision at least half of case load of Supervisor of Supervision: Review and sign-off all practicum student (as determined by the program) initial assessments, case notes and terminations signed according to responsibilities described in the by intern as supervisor of practicum student. Engage “expectation of practicum students and clinical in triad meetings (intern, practicum student, supervisor supervisors.” Consult with supervisor of supervision of supervision) at least once a month for at least part of based on need. Bring any issues/challenges with the intern-practicum supervision session. Inform the providing supervision to the supervision seminar or training director of any “out of the ordinary” supervision of supervision as appropriate. issues/challenges in the intern’s supervision of

practicum students.

OUTREACH

14. Consult as needed and respond to requests for outreach in order to fulfill the outreach requirements.

PARTICIPATION IN SUPERVISION MEETINGS Supervisors are to participate in supervision meetings and openly share their evaluation of the clinical skills and overall functioning of their sueprvisee in the agency. It is expected that supervisors will share the

supervisee’s strengths, progress in areas of growth as well as challenges the supervisee may be experiencing. It is encouraged for the supervisor to seek consultation from other supervisors on how to best help a supervisee with their learning needs, gain further clinical skills or any type of competency.

07/24/18G:\Internship Training\Training Manual 2018-2019\IV. SUPERVISION\p. 2 MINIMAL EXPECTATIONS.doc THERAPY SESSION PROCESS-CONTENT NOTES

CLIENT VERBALIZATIONS CLIENT’S THERAPIST THERAPIST WHAT COULD HAVE NON- REACTIONS/ BEHAVIOR/ BEEN DONE VERBALS FEELINGS INTERVENTION DIFFERENTLY

TRAINING NEEDS, SUPERVISORS, GROUPS

Name: ______Date: ______

Please list the areas of strength you have identified at this point in your professional development and the training goals you have for this semester.

______Please describe, based on your knowledge/understanding of their work/clinical/supervisory approach, what you believe you can learn from each of the following supervisors and how this learning connects with your training needs and goals:

18/19 Supervisor ______:

______

18/19 Supervisor ______:

______

18/19 Supervisor ______:

______

Please describe, based on your knowledge/understanding of the different groups and the co-leaders’ therapeutic style/approach, what you believe you can learn from your experience in each of them. Please address how your training needs/goals regarding group therapy would be achieved in each of them.

USO w/ ______:

______

USO w/ ______:

______USO graduate:

______

USO women:

______

Family of Origin :

______

Ups and Downs ______:

______

Counseling Center

Blow Memorial Hall, Suite 240 P.O. Box 8795 Williamsburg, VA 23187-8795 757/221-3620, Fax 757/221-3615

Consent to Supervision, Observation, and Recording of Counseling Sessions

In order to provide you with the best possible care, counselors-in-training are assigned supervisors with whom they must consult regarding their cases and are required to record their sessions using a digital camera. They review these video recordings with their supervisors and, on rare occasions, with other Counseling Center staff for the purpose of supervision and consultation regarding the services you receive.

It is our strict policy that recordings are viewed only at the Counseling Center and these digital video files are deleted regularly on a monthly basis. Video files are protected in accordance with confidentiality laws. They are saved in encrypted format and stored in password-protected computers accessible to Counseling Center staff only. You have the right to refuse recording and may withdraw your consent at any time. However, this may result in your case being transferred to another clinician.

I understand that:  The purpose of recording is to ensure the quality of services I receive, and for training, supervision, and consultation purposes.  I may request that recordings be stopped at any time during the sessions.  All recordings will be viewed and safeguarded appropriately within the Counseling Center.  I may discuss or clarify these issues with my counselor at any time.

Counselor’s Primary Supervisor is: ______

____ Yes, I give my consent to recording of my counseling sessions with ______(Counselor’s Name/Title)

____ No, I do not give my consent to recording of my sessions.

This release expires in 12 months unless another date is specified:______

______Client Signature Date

______Name (Print)

Counseling Center

Blow Memorial Hall, Suite 240 P.O. Box 8795 Williamsburg, VA 23187-8795 757/221-3620, Fax 757/221-3615

Consent to Supervision of Supervision and Recording of Supervision Sessions

As you were informed during Second Year Orientation to the WMCC Practicum, during your interview at the Center, and during your Orientation to the Agency, in order to provide you with the best possible supervisory experience, psychology interns are assigned supervisors with whom they must consult about their supervision of the practicum student they are working with. Recording of supervision sessions using a digital camera is used for this purpose. Licensed supervisors review these video recordings with the psychology intern they are supervising and, once a semester, with the group of their peers and the coordinators of the Supervision Seminar when they present a report of their supervisory experience. The purpose of all supervision of supervision is to offer you, the practicum student, the supervisory experience that would most adequately fit your training needs.

It is our strict policy that recordings are deleted regularly. Video files are protected in accordance with confidentiality laws. They are saved in encrypted format and stored in password-protected computers accessible to Counseling Center staff only.

I understand that:  The purpose of recording is to ensure the quality of supervision I receive, and for training, supervision, and consultation purposes.  All recordings will be viewed and safeguarded appropriately within the Counseling Center.  I may discuss or clarify these issues with my supervisor or with the Coordinator of Practicum at any time.

The Supervisor in charge of the Psychology Intern’s Supervision of the Practicum Student is:

______.

___ Yes, I give my consent to recording of my Supervision sessions with ______(Intern’s name/title) ____ No, I do not give my consent to recording of my sessions (In this case, the practicum student would need to be transferred to another practicum site)

This release expires in 12 months unless another date is specified:______

______Practicum Student Signature Date

______Name (Print) Supervision Log & Discussion Supervisee______Supervisor______Date______

Supervisee Training Goals: General Supervision Discussion and Feedback

Client Initials & # of Last session Presenting Issue Treatment Goals/Disposition Safety concerns Demographics Sessions date Treatment Plan